Week 8+9+10 (M3) Flashcards

Question

Phonological cued resolution

Answer 1

- Spontaneous resolution rate = 32% - Phonologically cued resolution rate = 82% - Still much more likely to make the TOT again - Immediate answer NOT helpful TOT resolved using cue = helpful

Answer 2

Give a slightly different definition and see if they still have the TOT error If phonological mapping = no effect (definition not helpful = still make the errors) Result: yes still errors = yes phonological mapping error

Answer 3

Making a mistake once makes it over 4 times as likely that you will make it again on retest

Answer 4

Resolving a TOT helps prevent error reoccurrence more than being told the answer However, if we help you resolve it with a phonological cue, it still helps

Answer 5

- Uniquely human skill - Incredibly complex system that is mastered by babies incredibly quickly - Language is something we do very rapidly and effortlessly, but there is a lot of work that has to happen

Answer 6

Prescriptive - What you ought to do - Some set of “rules” Descriptive - What the language actually is - How do people use it - People don’t follow the rules

Answer 7

Language is what’s in your head

Answer 8

→ can create new sentences out of old words (express new ideas) → can create new words (ex. new scientific terms) → can apply old rules to new words (ex. Yeet -> yeeted) → can create infinitely long sentences

Answer 9

NO - Not everything you think is in words - It’s actually a translation process of nonverbal concepts to language - Holistic to linear - Conceptual to lemma to phonological - They influence each other

Answer 10

Discourse: “Hi how are you? I saw two dogs” Sentences: “I saw two dogs” Phrases: “two dogs” Words: “dogs” Morphemes Phonemes Features: stop, alveolar, +voice Semantics: meaning Syntax - grammar Prosody - tune Morphology - the meaningful bits of words Phonology - sounds Pragmatic - real world meaning "do you have the time"

Answer 11

- Understanding language is hard - Hard because of semantics, syntax, and also phonology - Ambiguity issues (ex. un-buttonable or unbutton-able)

Answer 12

As you walk along the “garden path” you’re guided to parse a certain way - Based on top-down assumptions The parsing of a sentence in your head can get interrupted (the sentence structure/flow) Ex. “the horse raced past the barn fell” harder to understand than “the presents placed by the fire burned” Because you know the presents aren’t placing themselves by the fire, so you’ll add “that had been”

Answer 13

- No gaps between words, and speech is very fast - Think speech segmentation issue - Sounds aren’t constant - different accents/speakers/sounds themselves = variance Ex. /e/ in different words

Answer 14

Study of the sound patterns that occur within languages - Huge amount of systematicity

Answer 15

1. Place of articulation (where in the mouth) 2. Manner of articulation (how you put air through) 3. Voicing (how your voice box is moving)

Answer 16

(where in the mouth) ex. /f/ versus /th/

Answer 17

(how you put air through) ex. /n/ versus /s/

Answer 18

(how your voice box is moving) ex. /s/ versus /z/

Answer 19

time between release of air and start of vibration Other languages, different VOTs, include pre-voicing

Answer 20

- You don’t perceive the variability of /b/ vs /p/ - Never perceive sounds that sound “in between” - also present for infants - for ANY language - not uniquely human - Has to do with the properties of the human auditory system - languages have evolved to take advantage of differences that people are good at detecting - Put boundaries where phonemes naturally lie

Answer 21

- You perceive as completely /b/ or completely /p/ - No intermediate - Could also ask if these are the same (EXACTLY the same sounds) or different They will say they’re exactly the same - UNLESS the onset is in the perfect location; on the boundary of the VOT Duration of time doesn’t matter unless its that

Answer 22

Lots of things differ across languages, but what is really amazing is how much is the same (ex. English uses “th,” other languages use /m/ /p/ bc its easy even for babies)

Answer 23

Grammar - Syntactic rules don’t have to do with MEANING - They deal with linguistic categories such as “noun” “verb” - Syntactic rules build a structure, and you can put individual words into the structure for meaning - Syntax is important for both the listener and the speaker - Listener - makes a difference to meaning ex. “Bill kissed fred” vs “fred kissed bill” - Can also be universally ambiguous

Answer 24

- Figuring out the phrase structure of a sentence as you are listening or reading - Incremental - happens a word at a time - Sometimes correct, sometimes wrong

Answer 25

a grammatically correct sentence that starts in such a way that a reader's most likely interpretation will be incorrect

Answer 26

Do thought and language influence each other? Whorf-Sapir hypothesis: the language you speak determines what you can think Ex. Canadians have many words for snow Not completely that way - Ex. You can have a concept for the philtrum before you know the name for it - Ex. If you have the same word for pink and white chips, you’ll sort them together. BUT if you just ask someone to separate into groups they might be able to differentiate SO... W-S probably only true in a very weak form

Answer 27

Concept = mental representation Ex. dogs; have this, do this, look like this Categories = set of entities in the world described by a concept Ex. many different breeds

Answer 28

1. Classification (of objects) 2. Understanding 3. Prediction 4. Reasoning (for new objects) 5. Communication (need a word that applies further than yourself, and that connects to the same things for everyone)

Answer 29

Concepts have defining features or attributes These features are necessary and sufficient

Answer 30

Easy to categorize! - Hard to come up with a good definition to explain HOW you are categorizing - Yet we are still able to Most of our knowledge isn’t based on definition

Answer 31

Wittgenstein: Category members have a family resemblance to each other - Some features in common, but not every member has to have those features - Relates to the probabilistic view

Answer 32

- No necessary conditions to belong to a category, no sufficient definitions either - Does not mean that the categories have no structure - If you have these features, then you have X likelihood of belonging to category Y

Answer 33

- Graded membership based on typicality - The center/ideal/average for the category

Answer 34

- typicality ratings - sentence verification (Longer to decide for less typical items in a category) - production/generate examples from memory (Generate more typical examples first) - picture verification (Faster when more typical)

Answer 35

- Not necessarily the “average” - often the BEST one - And maybe that thing is closest to the center is the best one

Answer 36

- Category members closest to the prototype are privileged (detected/produced first) - Basic level categories are psychologically privileged - These categories are usually captured by one word and seem to be the default working level - We usually describe the world in terms of basic level categories

Answer 37

1. Superordinate level 2. Basic level category → kids learn first 3. Subordinate level → used by experts for their category

Answer 38

How much does this example resemble all the other examples that I know belong to category Y?

Answer 39

- graded membership Memory search easier when you have many examples of the object to be characterized (ex. apples) - retain info about particular cases - preserves info about correlated features - bends to change (given one new example the prototype doesn't change) - can create new categories easily and can create categories that are difficult to make a prototype for (ex. "what you might regret tmo")

Answer 40

Prototype theory: predicts the “standard” is the most typical member; might not exist (average or ideal) Exemplar theory: predicts the standard is the most common member, or the most recent or most salient member; can vary from time to time

Answer 41

- Many -ave words pronounced similarly Ex. save, dave, rave, crave, brave - When you see “tave” you’ll probably pronounce it similarly to “save” (90% of ppl) - Predicted by prototype theory as it’s the most typical BUT “have” is much more common than any of those words individually or even combined (= the most common/more exemplars) - Exemplar would predict a different pronunciation than what is seen - Pronunciation influenced by priming effect = exemplar instead

Answer 42

Prototype can be separate from real-world frequency, exemplar can’t really be separated

Answer 43

Combination of the two with a standard formed using both mechanisms

Answer 44

- Not always similarity/resemblance based in the obvious ways - Sometimes based on deeper analyses and the ways that matter = underlying theory ex. counterfeit money and 3 legged dogs

Answer 45

- Interconnected representations of different things - Loose associations - Like a spreading activation network

Answer 46

- Specific propositions that tell you about the relationship between things - Less broad than the knowledge network

Answer 47

- Connect percept (organized form like using the gestalt principles) to your memory (object files) - The experience of forming a mental image is kind of like “seeing” a picture in your head

Answer 48

We can get some information on how people are processing their mental images by observing how long it takes to perform particular tasks

Answer 49

Depiction - specific imagery options - large things, things positioned at front are prominent (ex. head) Description - no specific instructions, can form a mental image if they want - distinctive features, strong associates are prominent (ex. claws)

Answer 50

Two codes and two storage systems 1. Imagery: pictures, concrete words (ex. Apple, not “justice”) 2. Verbal: some pictures (ex. When given directions), concrete and abstract words

Answer 51

The ease with which a concept can elicit a mental image (be represented by a picture) - Imagery and concreteness are highly correlated (ex. Apple high for both, justice low for both)

Answer 52

- First is the cue, then is the associate/response (try to remember the associate to be recalled when prompted with the cue) Best recall - when you start with high imagery Best to worst 1. H-H 2. H-L 3. L-H 4. L-L

Answer 53

Verbal code: involving language networks Image code: involving perceptual networks Dual coding: when possible, two memory codes are better than one

Answer 54

Purpose: Demonstrate that a mental image is similar to perception of a real object - Image has spatial properties Method: A. Tested using the fictional map to study the effect of distances on mental scanning time B. Tried measuring scanning times for stimuli participants cannot predict → maze, spiral, swirl Results: Different individual scanning times BUT same linear relationship between actual distance and distance to move it in your mental image

Answer 55

Maybe participants might be predicting or guessing the response times the experimenter wants - You don’t need to use “images” - Information stored in the same way for both verbal and visual events/objects - Concepts and propositions (this is this, this has this, etc.) - Concrete words have a richer set of predicates than more abstract words

Answer 56

show analogue representation

Answer 57

- focus on one end of the boat image - answer questions about features either at the focus or at the other end of the pic - people take longer to answer questions about features distant Scanning across depends on spatially NOT functionally similar

Answer 58

- Appropriateness = does ______ have _____ - Takes longer when small bc you have to zoom in (scale) - Smaller thing is less detailed = need to imagine zooming in

Answer 59

- This is a linear relation - People scan their images at a constant rate (scanning twice takes double the time and so on) - The image you form has some of the properties of a real picture - maintains a spatial layout

Answer 60

So are visual images literally laid out in the way that pictures are? Not necessarily - Functionally close ≠ physically close in the brain (ex. Can only travel along the roads paved)

Answer 61

The difference between physically and functionally close Functionally, the representation is close to picture-like, in that it maintains information about size, distance, geometry, etc.

Answer 62

- Takes longer to move longer distances over mental images; same relation holds when we TRANSFORM mental images - The further it needs to rotate, the longer it takes (like you are physically doing it) = linear relationship

Answer 63

- Images are not the same thing as pictures. - Images are the PERCEIVED version of pictures - Recall how perception is not the same as what is in the real world – perception goes beyond. - Same goes for imagery

Answer 64

- Images are ORGANIZED, disambiguated (ambiguity removed), 3D - More difficult to reinterpret an ambiguous figure from a mental image

Answer 65

Easy to see both interpretations at the same time → the object The mental image disambiguates the picture (picks one)

Answer 66

disrupt one and see if it disrupts another

Answer 67

Listen or look for a faint stimulus, while maintaining either a visual or auditory image. - More detections when visual/auditory vs. auditory/auditory (same modality) - Also less false alarms - Like INTERFERENCE - Using same brain machinery

Answer 68

Interference Priming TMS experiments Visual acuity (foveal vs. peripheral) Etc.

Answer 69

Similar brain regions activated during perceiving and imaging - Visual imagery DOES activate some of the same brain areas as vision Result: brain areas normally active for real visual images were active in the imagery conditions and not in the non-imagery conditions

Answer 70

Selective damage to the brain impairs visual imagery in the same manner that it impairs visual perception - Object agnosia - also have difficulties with imagery - Cerebral achromatopsia - cannot perceive colour and images do not have colour - Visual neglect - also show the same neglect in their images unless directed to turn and consider something else

Answer 71

Can do b but not a, someone else can do a but not b evidence for a distinction between perception and imagery - Imagery deficits with preserved perception/recognition - Perception/recognition deficits with preserved imagery

Answer 72

Imagery ISN’T just a weaker form of perception It is distinct, yet they share pathways and mechanisms

Answer 73

not the same thing - Dissociation between object recognition versus spatial location - Congenitally blind ppl show the same effects of mental rotation and image scanning, therefore spatial representation is not necessarily visual

Answer 74

- Visual, motion imagery/body imagery, auditory, tactile, vestibular, somatosensory, proprioceptive - We can think of spatial info as the more general construct

Answer 75

- brain damage - vision ok - visual RECOGNITION damaged - could draw images they were looking at but couldn't identify them/didn't understand what they were

Answer 76

Not that simple - can be separated into size, state, colour, etc. differences

Answer 77

Need to look at different aspects - Ex. scanning, rotating, elaborating - Visual or spatial? - Vivid imagers vs sparse imagers - Little relationship between self-reports of vividness and performance on imagery tasks (ex. Speed and accuracy on tests)

Answer 78

Vividness probably has to do with visual Imagery tests are usually more spatial - Put self-reported vivid imagers and the opposite in an MRI machine - Self-reported vivid imagers show more occipital (visual) brain activation than do sparse imagers - For vivid imagers, it really is more like “seeing”

Answer 79

- Show someone a bunch of random dots multiple times - Then imagine all and superimpose - Will create a hidden picture

Answer 80

Need to construct images a piece at a time from IMAGE FILES in the LTM Difference between an image file (LTM) and an active image (in working memory) - Image file is dormant, you can’t perform operations on it - Need to make an active image from it to work with it The image file isn’t necessarily picture-like, but the active image IS

Answer 81

We have a label for it (ex. "cat") - Show them ambiguous labelled images - Then get them to redraw it after a while (redraw the exact image they just saw) - They will draw something that looks more like the label Label affects interpretation of the image

Answer 82

Very helpful to remember a verbal label along with an image - gives you another route for retrieval However, can also lead to schema based memory mistakes = More intrusion errors

Answer 83

- Provides another route for retrieval - Many mnemonics rely on imagery - People are better at recalling highly imaginable words in a list than less imageable words (ex. mouse vs. context) - Works just as well with spatial images, not just visual

Answer 84

Many mnemonics rely on imagery - One common rule for mnemonics: make the image really bizarre and interactive for better memory Interaction more important If you want to use bizarreness, only make one or two things bizarre - Only weird things among normal ones are particularly memorable

Answer 85

Stimulus appropriate for one sense (inducer) triggers an experience appropriate to another sense (concurrent) 1/200 ppl Better memory bc now two cues

Answer 86

- Synesthesia can help or hurt memory - Difficult if you show number in its wrong colour - Like a Stroop task for synesthetes

Answer 87

You can practice sports just by imagining it Ex. rehearsing a throw Three groups 1. Actual physical practice 2. Mental practice for the same amount of time 3. Control (no practice) Results: Mental practice better than control but worse than real practice Helps with some things more than others Ex. doesn’t help you remember exactly how much force to use, but helps you practice how to hold your hands Optimal: 20 mins mental practice every week

Week 8+9+10 (M3) Flashcards

(112 cards)